eGames-Writeup-JWilhelm

Janice Wilhelm jw1120@gmail.com
 * || =Captivate 4 Simulation on SirsiDynix Workflows: "Just In Time" Training for Library Staff=

Captivate Simulation ||  ||

Overview
This simulation will provide a prototype training session that learners can view in a few minutes to help them figure out how to perform a system process at the moment when they need it (“just in time”), that is while they are on the job and right when the question arises. Like a job aid, the simulation will show the learner the procedural steps they need to follow. However, in addition, the simulation will also give them an opportunity to perform the skill and test their knowledge in an interactive “safe zone,” where they won't have to worry about doing any damage or making mistakes and where there is encouraging feedback.

This hands-on simulation will provide a model or prototype for a set of training sessions that will be provided for staff to choose from depending on their need and the situation at the time. The goal of this particular simulation is to create one small, relevant "targeted chunk of training":

“Just in Time Training means that training can be delivered just as it is needed with almost immediate application to the person’s role. To allow this to happen, it is essential that the training must be better targeted to the user’s role. There is little point in working through 1 hour of CBT when only 15 minutes is relevant to your job. Instead, small, targeted chunks of training can be provided, with the relevance to the user being far higher than a lengthy training course.” (Woodford, 2004)


 * Software and need for training:**

SirsiDynix Symphony is the core integrated library system (ILS) for acquisitions, cataloging, outreach, and circulation at the San Diego Public Library. It provides the support network and search engine for the online public-access catalog (OPAC) and, in addition, links the OPAC to our network of digital e-library resources, including periodicals, subscription online databases, downloadable audiobooks and videos.

The OPAC is accessible by the public, but the SirsiDynix Symphony WorkFlows system is the database view that library staff uses “behind the scenes” to make it all work. WorkFlows is the central hub and main tool used to order and pay for books (acquisitions), catalog materials to make them accessible in the OPAC and upload them to the nationwide library database (OCLC), locate materials and place holds for library users, check out and renew books, collect fines, and perform collection maintenance routines such as weeding.

SirsiDynix Symphony WorkFlows was installed about a year and a half ago, and it has been difficult to get all the library staff up to speed. Staff training on the system has been spotty at best. People still refer to it as “the new system,” even though they have been working with it for nearly two years. Many important features go unused because people don’t know how to use them, and some features are used incorrectly. This misuse can create a lot of problems and also wastes a lot of time, since some staff are unaware of time-saving features that can make their lives easier and make things work a lot more smoothly.

Here are some of the various roles of staff who interact in different ways with the WorkFlows system:
 * Library management (require reports generated from WorkFlows for activity statistics and accounting)
 * Circulation staff (patron registration, check out and discharge books, create patron holds, collect fines, etc.)
 * Catalogers (catalog materials and upload records into the database and nationwide database (OCLC))
 * Librarians (find materials and information for patrons, perform outreach and coordinate various programs for the public, collection development, manage staff and facilities)
 * Library aides (shelve books and perform collection maintenance tasks)

Attendance at standard training sessions is an issue, since library staff are so involved in day-to-day routines that it’s difficult for them to make time. In addition, “training expenses” have been cut altogether from the annual budget.

This particular simulation will focus on one "chunk" of the circulation system: the patron registration function.


 * What makes this motivational and fun?**

Since the training simulation is completely relevant to the task at hand, it will help to motivate the learner's interest. The element of choice and being able to select the particular "targeted chunk" when it's needed will give the learners a sense of empowerment. Also, by performing and actually doing the steps, it will help them remember it more effectively and give them confidence for when they perform the function in a live context. Studies show that students remember as much as 90% of material when they actually do it, as opposed to the other modalities of typical training sessions (reading, listening, viewing, etc.) (Dvorak, 2007).



The simulation will provide elements of choice, empowerment, and an activity that is immediately relevant to the learner's needs. There will also be encouraging feedback to help the learner attain a sense of confidence.

But what can we do to make the experience fun? One idea is to have staff participation in the recording sessions. Part of the recording can be about the software simulation, but it will be introduced by a recording of individual staff members role-playing how to interact with a library patron (so that it's not just about screen prints, but human interactions). I think that they will really enjoy the opportunity to get involved in the production end, and there could be different individuals as "stars" for different simulations.

Instructional Objective
For the purpose of this prototype I'm selecting one short yet important function that can be covered in a few minutes: Patron registration, or creating a library card in the circulation module of WorkFlows:

Instructional Objective

After performing this simulation, the library circulation staff member will be able to correctly create the patron's record in the circulation function of the WorkFlows system and generate a library card for the patron.

Learners
The simulation is designed for library staff, who work at the 35 branches and the central library. Approximately 200 people need to use different facets and functions of WorkFlows, the Integrated Library System (ILS). The learners are adults between the ages of 18 and 70 with varying educational levels. For this particular simulation we'll focus on circulation staff and the function of patron registration.

Context of Use
The simulations would be available in the library workplace where staff can view them at their workstations to train on specific features of the system. By providing an option where staff will be able to choose from a menu of different simulations to suit the need at the moment, each learner will have the opportunity to focus on areas that they need to train most and are most relevant for their specific work areas.

Motivational Issues
To describe how this simulation will motivate the learners, we'll refer to the familiar components of the ARCS model (Keller, 1988):


 * The simulation will grab the learner's **attention** because it is chosen by the learner at the time when it's needed. The learner is looking for specific answers, her attention is self-directed, and the simulation will guide the learner to the answers she needs.
 * With the just-in-time training model, the chunk of training has immediate **relevance** for the learner.
 * As the learner practices the procedure, she gains additional **confidence** by successfully performing the tasks in a safe environment. Confidence arises from an "expectancy of success" and "perceived control." (Keller, 1988) Since the simulation is under control of the learner at all times, this contributes to her sense of confidence.
 * With mastery comes the **satisfaction** of knowing that you can handle the job. The simulation design will include positive feedback mechanisms for achieving the correct results. In addition, there will be "extrinsic reward" in the form of a certificate that can be printed out for the employee's file.

Design Process
The background information for this project is derived from my workplace and co-workers. We plan to use Captivate to help train staff on various aspects of WorkFlows and make it available through the wiki on our staff intranet.

My first thoughts were to show a single WorkFlows process with Captivate screen prints. However, after making my first draft demonstration in Captivate (with the point and click and go to this box and enter this or that), it initially didn’t seem very interesting. It showed the process details, but was pretty cut and dried, without a very interesting presentation and didn’t seem more interesting than a simple job aid. It was also just a demonstration and didn’t include an interactive assessment at this point.

When I began to create the assessment portion, initially it slavishly followed the point-and-click of the screens. However, after working with Captivate more, I began to look for ways to make it more natural and less mechanistic. To enhance and improve the presentation, I viewed several Captivate 4 tutorials and observed how they used a virtual presenter to enliven the graphical interface. I found some free presenter photos to integrate into the presentation and make it more visually attractive. In future, I plan to get actual photos from staff members to include in the tutorial.

Classmates (November 30 class) viewed my draft design document and suggested that there should be some added graphics, and one of the more experienced in Captivate suggested using roll-over captions. She also shared some Captivate tutorials that she had designed in a previous class, and they were really great. One of the ideas that we talked about was to add audio narrative, and I'm still considering whether that would be the best route.

For the initial draft of the Captivate assessment, I used lots of prompts and hints. Karl suggested that the hints should be dropped, since it didn’t allow the student to think about what they needed to do next, and hence they would miss a major part of the active learning experience. I changed the assessment to leave out most of the hints and added a few information screens, including a copy of what an actual application form looks like. I figured that the application form would allow the student to see how the different parts of the application form map out to the fields on the screens. In addition, I added a Table of Contents to the skin so that users could access different parts of the simulation and return to the information screens without having to cycle through the entire presentation. I divided the Assessment into three parts to make it easier for the users to work on different screens and pinpoint the areas that they might need to review a second time.